A Study of Constructing Evaluation indicators for Traffic Safety Education in Elementary and Junior High Schools in Tainan City

• Main Authors: Tsai chia chang, 蔡佳昌
• Other Authors: 李新鄉
• Format: Others
• Language: zh-TW
• Published: 101
• Online Access: http://ndltd.ncl.edu.tw/handle/89337912648563372810

碩士 === 南台科技大學 === 教育領導與評鑑研究所 === 100 === This study aims to shed light on the construction of a suitable evaluation indicators for traffic safety education in elementary and junior high schools in Tainan City, so as to offer an evaluation indicators and achieve the goal of traffic safety education. In order to achieve the above-mentioned goals, this study adopts literature review and Delphi Technique as main approaches to research results and uses CIPP Evaluation Model as research structure, developing primary model of “Evaluation indicators for Traffic Safety Education in Elementary and Junior High Schools in Tainan City” and designing, based on the model, sample Delphi questionnaires. During the research period, three Delphi questionnaires are implemented and 21 scholars are consulted about their evaluation and opinions on perspective, standard and suitability of evaluation indicators for traffic safety education in elementary and junior high schools in Tainan City. A common consensus is then gradually gathered. Results of the three Delphi questionnaires are summarized as below: I. Organizational and environmental perspective (C. context evaluation): this category consists of three evaluation indicators, traffic environment around schools, schools’ traffic safety goals, as well as organizations and personnel. There are nine sub-items under the three indicators. II. Plan and resource perspective (I. input evaluation): this category includes five evaluation indicators, plans or approaches, designs for traffic safety education courses and material, traffic safety plans and facilities within campus, budget, and teacher professionalism. There are 21 sub-items under these five indicators. III. Executive and evaluative perspective (P. process evaluation): the category covers four evaluation indicators, teaching or promotion, further education for teachers, management and application of facilities, as well as implementation and evaluation of plans. There are 27 sub-items under these four indicators. IV. Outcome perspective (P. product evaluation): the category contains three evaluation indicators, administration merits, study achievements and teaching quality. There are 11 sub-items under these three indicators.